Critical Turning Points. The Century of the Curriculum. Evolution of the Modern Curriculum. Changing Conceptions of Curriculum. Curriculum as a Field for Systematic Study. The Emergence of a Paradigm for the Curriculum Field. Sources and Forces for Curriculum Change.
Conflicting Rationales. The Curriculum and the Techno-industrial Society. Evaluation for Curriculum Improvement. Who Makes the Curriculum? Curriculum Improvement-Role of the Teacher. Curriculum Improvement-Role of the Supervisor. School Renewal-Ways and Means. Show More Show Less.
Pre-owned Pre-owned. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate.
What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle. Curriculum as process Teachers enter particular schooling and situations with o an ability to think critically, -in-action o an understanding of their role and the expectations others have of them, and o A proposal for action which sets out essential principles and features of the educational encounter.
Guided by these, they encourage o conversations between, and with, people in the situation Out of which may come o Thinking and action. They o Continually evaluate the process and what they can see of outcomes.
Perhaps the two major things that set this apart from the model for informal education are first, the context in hi h the pro ess o urs parti ular s hooli g situatio s ; a d se o d, the fa t that tea hers e ter the classroom or any other formal educational setting with a more fully worked-through idea of what is about to happe. Here I ha e des ri ed that as e teri g the situatio ith a proposal for a tio hi h sets out esse tial pri iples a d features of the edu atio al e ou ter.
We also need to reflect on why curriculum theory and practice came into use by educators as against policy- makers. It was essentially as a way of helping them to think about their work before, during and after interventions; as a means of enabling educators to make judgments about the direction their work was taking.
This is what Stenhouse was picking up on. As a minimum, a curriculum should provide a basis for planning a course, studying it empirically and considering the grounds of its justification. It should offer: A. In planning: 1. Principle for the selection of content — what is to be learned and taught 2. Principles for the development of a teaching strategy — how it is to be learned and taught. Principles for the making of decisions about sequence. Principles on which to diagnose the strengths and weaknesses of individual students and differentiate the general principles 1, 2 and 3 above, to meet individual cases.
In empirical study: 1. Principles on which to study and evaluate the progress of students. Principles on which to study and evaluate the progress of teachers. Guidance as to the feasibility of implementing the curriculum in varying school contexts, pupil contexts, environments and peer-group situations. Information about the variability of effects in differing contexts and on different pupils and an understanding of the causes of the variation. In relation to justification: 1. A formulation of the intention or aim of the curriculum which is accessible to critical scrutiny.
Difference between Product and Process: There are a number of contrasts in this model of curriculum theory and practice as compared with the product model. First, where the product model appeals to the workshop for a model, this process model looks to the world of experimentation. Third, outcomes are no longer the central and defining feature.
Rather than tightly specifying behavioural objectives. Fourth, the learners in this model are not objects to be acted upon. They have a clear voice in the way that the sessions evolve.
This can mean that attention shifts from teaching to learning. The product model, by having a pre-specified plan or programme, tends to direct attention to teaching. Curriculum as praxis Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves.
It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis. Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and egotiatio , re og izes the oth as pro le ati … [It] allo s, i deed e ourages, students and teachers together to o fro t the real pro le s of their e iste e a d relatio ships… Whe stude ts o fro t the real problems of their existence they will soon also be faced with their own oppression.
Grundy We a a e d our urri ulu as pro ess odel to take account of these concerns. Curriculum as praxis Teachers enter particular schooling and situations with o a personal, but shared idea of the good and a commitment to human emancipation, o an ability to think critically, -in-action o an understanding of their role and the expectations others have of them, and o A proposal for action which sets out essential principles and features of the educational encounter.
Guided by these, they encourage o conversations between, and with, people in the situation Out of which may come o Informed and committed action. I this approa h the urri ulu itself de elops through the d a i i tera tio of a tio a d refle tio. This long awaited revision has been designed for both undergraduate and graduate readers. This book's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades.
The latest issues are addressed, especially national testing, curriculum fragmentation, and the quest for "core" curriculum in a multicultural society. For masters or doctoral level readers. The long-awaited revision of this classic curriculum text! With its focus on the application of theory to actual classroom practice, this text's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades.
Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change.
In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the "knowledge explosion", curriculum articulation, and emerging designs.
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